Preparing Excellent STEM Teachers for Urban and Rural High-Need Schools, proceedings from the 2010, 2011, and 2012 Midwest Noyce Regional Conferences

Download the Full Version of “Preparing Excellent STEM Teachers for Urban and Rural High-Need Schools

Constructing Inquiry-based Lessons in Teaching Science

Hayes, Carolyn A.

Download Document

Abstract

With the publications of the National Science Education Standards (NSES), How People Learn (NRC, 2000), and How Students Learn Science (HSLS) (NRC, 2005), educators are developing inquiry strategies that are effective as well as engaging. Understanding the principles that are identified in these publications enables the science educator to be more effective and to help students improve their understanding of science. The key to being an effective science educator is to understand how students learn science. Knowledge of how students learn has raised the awareness to the forms of pedagogy that involves inquiry. Educators are learning from research in the areas of neuroscience and education to improve their skills in the classroom. Professional development at both the pre-service and in-service levels will enable educators to focus on student learning along with the pedagogy utilized.
Published: 04/08/2011, Pages: 15--19

Integrating Biology and Literature

Hiller and Nichols, Chris and Sally

Download Document

Abstract

Scientific literacy is a challenge for many high school students. In light of this difficulty, we created a course combining biology and literature to offer to incoming high school freshmen. This paper presents some of the ideas and strategies that we have used over the last six years, as well as some of the challenges that we have faced. These ideas can be adapted for use in a stand-alone classroom, or they can be used for cooperative projects between two different classrooms.
Published: 04/07/2011, Pages: 20--22

Keys to Improving Learning: Ways to Transform Teacher Performance

Marshall, Jeff C.

Download Document

Abstract

With the new advanced cognitive demands that are placed on today’s children, it is imperative that we advance the quality of instruction to meet these higher demands. Proficient inquiry- based instruction provides one approach to begin to address these new challenges. Clear expectations are provided via EQUIP (Electronic Quality of Inquiry Protocol) to guide teachers in their transformation toward instructional practice that is more aligned with the new expectations provided by Common Core State Standards for Mathematics and Next Generation Science Standard.
Published: 10/05/2012, Pages: 23--26

Making Math Matter: Project-based Learning in Mathematics

Lee, Brown, Leiker, Jean S., Catherine A, Sarah

Download Document

Abstract

We examine key components of project-based learning(PBL) and explore how 21st Century skills such as critical thinking, communication, and collaboration are embedded in a sample Algebra 2 PBL unit. PBL related resources are provided to inspire readers to design PBL units of their own.
Published: 10/04/2912, Pages: 27--33

Problem Based Learning: Forensic Chemistry

List and Monroe, Kylee and Linda

Download Document

Abstract

Problem–based learning (PBL) engages first year high school chemistry students through meaningful context. We designed a PBL lesson based on chemistry learners’ interests, curriculum standards and context. The PBL project is a forensic chemistry unit, whereas,the students must be certified on various laboratory techniques and then are given a crime scene to investigate as a team. The crime scene includes an unknown liquid, unknown white powder and an ink sample to identify. Student teams then present their evidence and identity of the unknowns at a mock “court” day.
Published: 04/08/2011, Pages: 34--36

Beginning Secondary Science Teachers: Strengthening, Sustaining, or Sinking

Luft, Julie A.

Download Document

Abstract

Supporting beginning secondary science teachers is important if they are going to build their beliefs and pedagogical content knowledge. One way to support beginning science teachers is through science-specific induction programs. In this chapter, a point is made about the need to support beginning science teachers. Then data are shared about the impact of a science-specific induction program on the beliefs and PCK of beginning teachers. From this data, it can be concluded that science-specific induction programs can help beginning teachers strengthen and sustain their beliefs and pedagogical content knowledge.Such programs keep them swimming, instead of sinking in their first years of teaching.
Published: 04/08/2010, Pages: 37--41

Math and Science Scholars (MASS) Program: A Model Program for the Recruitment and Retention of Preservice Mathematics and Science Teachers

Scott, Tim

Download Document

Abstract

The shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and mirrors national trends. Dramatic increases in shortages of teachers have stimulated the design of new certification programs that recruit and place teachers in classrooms as quickly as possible (Texas Center for Educational Research, 1999). While maintaining several of the characteristics of traditional certification programs, the Math and Science Scholars (MASS) Program streamlines the certification process, supports preservice students through tuition remission and scholarships, and provides quality mentoring and early field experiences in K-12 classrooms with well-qualified teachers. The strategies in this model program are dramatically increasing the numbers of undergraudate majors in mathematics and science considering high school teaching as a career.
Published: 10/04/2012, Pages: 42

Practicing the Science of Culturally Relevant Mathematics Pedagogy: Indeed, It Is Just Good Mathematics Teaching!

Stinson, David W.

Download Document

Abstract

In this paper, the author provides counter-narratives of academically and mathematically successful male African- Americans as they recount specific pedagogical practices of teachers that were influential to their achievement in mathematics, and to their academic success in general. The author connects the counternarratives to the propositions of culturally relevant pedagogy to demonstrate that practicing the science of culturally relevant pedagogy is indeed just good mathematics teaching.
Published: 04/09/2010, Pages: 43-47

Tailoring STEM Instruction for Diverse Learners: What Matters Most?

Teemant, Annela

Download Document

Abstract

This presentation focused on defining a three-tiered transformative approach to differentiating instruction for diverse learners, which includes changing the organization of classrooms, improving the quality of learning activities, and creating a culture of recognition that respects all learners. Using supporting evidence from instructional coaching studies, this paper identifies challenges facing STEM teachers at each tier of differentiation. While coached elementary and secondary teachers make significant gains in implementing this approach to differentiation, STEM teachers, in particular, make significantly less growth and less consistent growth. Implications for increasing STEM teachers’ knowledge and skills for differentiating instruction for diverse learners are addressed.
Published: 10/05/2012, Pages: 49--54

Preparing Excellent STEM Teachers for Urban and Rural High-Need Schools

Nguyen, Kim

Download Document

Abstract

Published: , Pages:

How Loud Is too Loud? Project-based Inquiry as a Model for Teaching, Learning, and Assessing Science

Toolin and White, Rregina and Beth

Download Document

Abstract

Our nation’s teachers and students benefit when STEM content and research skills are grounded in Project Based Inquiry (PBI)—an approach to teaching science that focuses on authentic problem solving and turns students into citizen scientists by bringing relevance and meaning to the classroom and beyond. Research has shown that educators exposed to PBI principles through professional development opportunities are likely to successfully implement inquiry-based practice in their science classrooms. This paper highlights a PBI-focused professional development workshop presented at the 2012 Midwest Noyce Regional Conference in Indianapolis. It summarizes the main tenants and current literature on PBI as it relates to teacher professional development and student learning, presents a PBI curriculum template for instructors, and discusses common challenges and strategies for optimizing project-based learning principles and practices in science classrooms today.
Published: 10/05/2012, Pages: 55--59

The DUETS Program: Highly Effective Urban STEM Teachers

Harmon, Deborah

Download Document

Abstract

The DUETS Programs was built upon the foundation of two other highly successful programs aimed at recruiting STEM teachers and recruiting and retaining preservice teachers of color and teachers of color. EMU’s Creative Scientific Inquiry Experience(CSIE) Program, an NSF-funded STEP initiative and the Minority Achievement, Resiliency, and Success (MARS) Program combined to support the preparation of STEM teachers for urban schools. The merging of these two programs led to the creation of a comprehensive support system that follows DUETS scholars through preservice into 5 years of teaching. The result has been STEM teachers who are highly effective in urban schools who continue to receive support into their novice years of teaching.
Published: 10/04/2012, Pages: 9-19

Relevant Legal Information for Public School Teachers

Eckes, Suzanne

Download Document

Abstract

This paper presents the findings of a study involving the legal literacy of undergraduate students enrolled in a school law course designed for pre-service teachers. The researcher conducted this study in order to evaluate her students’ growth and interest in the topic. She was most concerned if students learned the course content and which specific topics students found to be most relevant to their future roles as teachers. Data was collected over six semesters. There were 782 students who completed a survey and 30 who were later selected to participate in more in-depth focus groups. The findings suggest that pre-service teachers increased their knowledge about legal issues and that they considered the several legal topics covered in the course relevant to their future teaching careers.
Published: 04/08/2011, Pages: 1-8